Teaching Lab All Partners Report: Matched

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 1 educators who completed the diagnostic survey, 1 educators who completed the follow-up survey, and 1 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 82% NaN NaN NaN
Recognition of race & culture 0% NaN NaN NaN
Holding growth mindsets 100% NaN NaN NaN
Having high expectations and beliefs 100% NaN NaN NaN
Taking accountability for equitable instruction 100% NaN NaN NaN

1 Note: The number of observations varies between items from 0 to 1

2 n = 0

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score NaN NaN NaN NaN
Trust in fellow teachers NaN NaN NaN NaN
Connectedness to fellow teachers NaN NaN NaN NaN
Have influence over professional learning NaN NaN NaN NaN
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning NaN NaN NaN NaN

1 Note: The number of observations varies between items from 0 to 0

2 n = 0

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 67% 70% +4% 70%
ELA instructional shifts 100% 100% +0% 100%
Fluency 40% 40% +0% 40%
Text complexity 60% 100% +40% 100%
Close reading 40% 40% +0% 40%
Building knowledge 100% 100% +0% 100%
Supporting students with unfinished learning 80% 60% −20% 60%

1 Note: The number of observations varies between items from 1 to 1

2 n = 1

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score NaN NaN NaN NaN
Math instructional shifts NaN NaN NaN NaN
Equitable Math Instruction NaN NaN NaN NaN
Supporting students with unfinished learning NaN NaN NaN NaN
Effective Teaching Practices NaN NaN NaN NaN

1 Note: The number of observations varies between items from 0 to 0

2 n = 0

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 100% 100% +0% 100%
Whether the lesson is focused on a high-quality text or task 100% 100% +0% 100%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 100% 100% +0% 100%
Whether all students have opportunities to engage in the work of the lesson 100% 100% +0% 100%

1 Note: The number of observations varies between items from 1 to 1

2 n = 1

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 0% 0%
The questions and tasks address the analytical thinking required by the grade-level standards 0% 0%
All students have opportunities to engage in the work of the lesson 0% 0%

1 n = 1

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Led PLC meetings for teachers, Coached teachers, Shared information or resources with teachers, Improved their own instructional practice 100%

1 n = 1

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

No student work was analyzed at this location.

Section 7: Participant Feedback

Looking at participant feedback from Delaware Department of Education, DE we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for Delaware Department of Education, DE
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
91% 96% 65% NaN 96%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes

"Collaborating with other coaches is always a valuable part
of our learning sessions and I appreciate that time."

"I thought it was a great day that ran seamlessly. The
scheduled blocks of time for synchronous and asynchronous
time is a perfect balance. This has become a great community
of educators and I learn a great deal from everyone’s
contributions."

"More information and PD artifacts to share with my teachers.
Small group discussion. Practicing the IPG."

"The activities and breakout groups were very beneficial. I
love working and learning from my colleagues from around the
state."

"The experiential writing activity was truly eye opening.
Being able to deconstruct that with colleagues to clarify
understanding."

"The breakout rooms for collaboration. Having the time to
share our action planning ideas and evidence collection."

"Whole group/ small group work time. Sharing out the chat
pieces within the discussion."

"I always have enjoyed going into our breakout rooms to
collaborate with colleagues."

"The experiential was again one of my favorite parts of
the learning session. Also the learning menu was great for
organizing the asynchronous work."

"The breakout rooms, after having independent time to work ,
were helpful. Discussing everyone's experiences is great!"

Comments on Improving Experience
Quotes

"More discussion on eval of the lesson and use of IPG-
specific answers/recommended responses."

"Due to the current circumstances in our district - I am
unable to apply a lot of the great information at this
current time. I would love the opportunity to discuss
strategies that districts are using during virtual/hybrid
learning to promote reading and writing and share successes."

"I wish that we could have talked a bit more about how this
would look in an online classroom."

"I wish I had the standards that went along with the second
video in Achieve the Core"

"I really stayed focused and only answered email and text
when we first went into Asynchronous learning -- and I
still did not get time to eat lunch (I even set a timer for
each section and moved on -- so I either took too much time
answering emails/text AND/OR did too much between sections)"

"Today didn't feel as rushed as previous days. Thank you for
taking our feedback and making adjustments."

"A little more time for the asynchronous work. I felt very
rushed to complete the activity and probably would have done
a better job if I had more time."

"I struggle with having enough time to complete the
asynchronous work in a way that allows me time to deeply
think about the materials and/or readings. This has been
since day 1 and I thought I would just get quicker, but I
did not. Typically, I finish the work with 7 minutes for
lunch. I thought you might like some feedback for cohort 2"

"BO rooms seem to consistently have the same people in them
across MCL sessions. I wonder if Zoom has an algorithm for
randomness based on people's names? I'd like to get to talk
with some different coaching colleagues."

"In person learning instead of Zoom - but this was very well
done and I am not complaining!"

Additional Comments
Quotes

"Thank you for creating a collaborative culture where
everyone's voice is heard and we can all feel comfortable
sharing our experiences and ask questions."

"Would like additional resources on the progression examples
in the CVA Progressions Worksheet. Are there any resources
out there? Has anyone done this with different common core
topics/stands?"

"Thank you for being so well planned and for considering our
feedback when developing the structure of the day. It's hard
to keep people motivated for an entire day of PL, but you do
a nice job of balancing everything to keep us engaged."

"I appreciate this time, as it loads my coaching tool box.
At this time it's just really hard to engage teachers, but
what Nicole, Renee, and Lindsey said; something like, what's
the small thing we can do to relieve the stress steered also
towards pushing teachers to best practice? This is a good
mindset and I thank you for your support!"

"I appreciate everything that you a doing to help us do our
job effectively with teachers."


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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